A Qualitative Study Exploring How Classroom Teachers Define, Seek, and Maintain Workplace Well-being
Date of Award
Summer 2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Jessica Van Cleave
Abstract
This qualitative study used interviews and a focus group to investigate how middle school teachers define, seek, and maintain their well-being in the workplace. The findings from this study suggested that teachers view well-being as subjective and individualized, shaped by their personal experiences. Teachers identified common themes of feeling good, holistic well-being, and acceptance as the foundation of their definitions. Teachers in this study identified the following components as essential well-being needs: meaningful connections, strong support systems, and opportunities to make positive impacts on the lives of their students and communities. Supportive relationships, student success, and connections to community positively impacted their well-being, while excessive workload, accountability pressures, and lack of administrative support negatively impacted their well-being. Overall, teacher well-being is a subjective, multifaceted, holistic experience shaped by the individual’s perceptions of feeling good and making a positive impact, which is influenced by meaningful relationships, support systems, and applied coping strategies. These findings underscore the importance of school leaders prioritizing teachers’ well-being needs and providing targeted professional development on strategies that support teacher well-being.
Recommended Citation
Howard, Shaunee S., "A Qualitative Study Exploring How Classroom Teachers Define, Seek, and Maintain Workplace Well-being" (2026). Doctor of Education Dissertations. 296.
https://digitalcommons.gardner-webb.edu/education-dissertations/296
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License